CAAP 6637 Group Counselling & Process Skills
Silence and Lack of Participation
Two problematic behaviours commonly displayed in group settings is silence and lack of participation. Silent members may profess that their lack of verbal participation in conversations is not due to a lack of involvement – that listening and empathizing is what they are capable of. In response, leaders should explore the meaning of silence with the group and unpack the effects upon the group process. It is important to understand how all group members are reacting to the content, which is difficult when members won’t engage verbally. Leaders must be intentional not to call out silent members; rather, they can integrate alterative methods of expression such as art, music, poetry, etc. to help encourage sharing (Corey et al., 2018).
Monopolistic Behaviour
At times, members will present with a high degree of self-centredness, monopolizing conversations and activities within the group. Such actions prevent others from having time to process, which can be detrimental. Monopolizers require guidance to understand the possible underlying function of their behaviour: their excessive talking may be an anxiety response, they may feel accustomed to being ignored, or they feel that this enables them to maintain some control within the group. Regardless, the result is that much is being said, but little is revealed (Corey et al., 2018).
Leadership & Facilitation
Describe and demonstrate a variety of group leadership and facilitation skills associated with managing: (a) delivery of F2F psychoeducational content in a way that promotes self-discovery and group interaction; (b) delivery of online groups – using basic skills and Zoom videoconference software (c) group process; (d) various stages of group development; and (e) common group dynamics (associated with members’ roles, needs, behaviours) which could appear as intellectualizing, storytelling, socializing, rescuing, giving advice, monopolizing, acting superior, and so on (McBride, 2018, p. 3).
Common Group Dynamics
Confrontation
Like conflict, leaders should expect and plan for confrontation; it will show up within the group process. When dealing with confrontation from a group member, it is critical to do so non-defensively and objectively. Co-leaders should plan how they will manage confrontation before it happens so they can support each other and know what to expect from the other leader. Leaders must be mindful that members will be watching how confrontation is handled, looking to learn new ways in which they can replace unhealthy strategies within their own lives (Corey et al., 2018). With this in mind, when I face confrontation, I will do so with grace and gratitude for the opportunity to learn and model healthy behaviour for others.
Storytelling
The initial stage of group development is often filled with storytelling as members test the bonds and safety within the group. Storytelling often masks painful emotions as the individual is able to get lost in lengthy renditions of their personal life, revealing elaborate details of their life while avoiding emotions. When confronted, members may become defensive and resist recognizing their behaviour as avoidance. Leaders can help by explaining the difference between storytelling and self-disclosure, highlighting that the disclosures are “healing and meaningful” (Corey et al., 2018, p. 247). Bringing client’s stories to the here-and-now invites opportunities for exploring relevant emotions and uncovering meaning within the story (Corey et al., 2018).
Questioning
At times, questioning from group members can feel like an interrogation (Corey et al., 2018). Leaders must help members who rely on questioning to recognize the negative impacts of destructive questioning. Relying on questions is often a strategy to allow an individual to hide, safe, and unknown within a group setting. This style directs the spotlight off themselves and onto others; towards thinking and away from feeling. Leaders can educate members about the function of their behaviour as this often interferes with individual and group processes (Corey et al., 2018).
Giving Advice
Giving advice is a problematic behaviour that has similar results as questioning. Advice is often indirect and subtle. It can be directive such as telling someone how they should feel, think, or do. Advice is different than offering perceptions or opinions; it suppresses the expression of group’s unique thoughts and feelings. Leaders must guide members to understand how sharing interpretations builds one’s capacity with others, whereas giving advice creates dependency (Corey et al., 2018).
Dependancy
Members who display dependency rely on others within the group to take care of them and provide validation. Leaders sometimes foster dependency to fulfill their own unmet psychological need. The personality of leaders sometimes shows up within the group process as problematic behaviour. Leaders may promote dependency for various reasons including: economic gain; social fulfillment; a sense of purpose directing meaning in others lives; feeling appreciated and validated; or using the group to sift through personal unresolved conflict. It is important to consider the function of dependent behaviour; it is interpreted differently within diverse cultures and is not always necessarily problematic (Corey et al., 2018).
Offering Pseudosupport
Pseudosupport can be described as insincere, false expression of care and concern. Those who engage in such behaviour should reflect upon the meaning behind their intent as this is often seen with those who have low tolerance for their own emotional discomfort. Genuine empathy requires a deep connection with one’s own pain and the ability to sit with the pain of others. Pseudosupport provides a distraction where discomfort can be avoided, however such avoidance robs opportunities for true healing. Leaders can teach that discomfort is and necessary step in recovery and avoidance such avoidance keeps people stuck (Corey et al., 2018).
Hostile Behaviour
Hostile behaviour can be difficult to manage as it is often unclear and indirect. Hostility is projected through direct “caustic remarks, jokes, sarcasm, and other passive-aggressive tactics” (Corey et al., 2018, p. 251), or indirect actions such as missing group, arriving late, acting detached, leaving group early, or passive aggressive acts like eye rolling. A tactic to respond to a hostile member is to have them listen without interruption to the reactions of that hostility by the other group members as a caring confrontation (Corey et al., 2018). Screening is critical to ensure extremely hostile people are not selected as their behaviour is destructive to the safety of others and devastating to the group process. If leaders avoid confronting hostile behaviour, others will not feel safe to expose their vulnerably, leaving the group process hostage to the hostile member (Corey et al., 2018).
Acting Superior
Some group members assume an air of perfection, adopting attitudes of superiority or of higher moralistic character, thereby projecting judgment, unfair criticism, and hostility onto others. Such behaviour creates barriers to identifying personal issues, fearing exposure of weakness, which causes separation and disconnection between members within the group (Corey et al., 2018).
Confrontation
Socializing
Socializing encourages meaningful relationships to form, which often transfer outside of the group setting. This may or may not become problematic. Socialization of relevancy within group encourages trust and builds group cohesion. On the other hand, it can also impede cohesion with the development of cliques, exclusion of certain members, or when romantic relationships form. At times, members become resistant sharing openly in group out of fear of jeopardizing these new relationships. When this occurs, an open discussion to explore resolution is appropriate (Corey et al., 2018).
Intellectualizing
When used as a defence, intellectualizing can be a problematic behaviour. Intellectualizing is often an unconscious strategy used to detach from emotionally laden conversations. Bringing intellectualizing members attention to the here-and-now using role plays or intentional questions can begin to unpack the meaning. However, leaders must be mindful about making judgments or pathologizing the reaction as an intentional attempt to detach or distance themselves from painful feelings. This is often a culturally appropriate response to avoid public display of emotion (Corey et al., 2018).
Members Becoming Assistant Leaders
Assuming a role of assistant leader allows members to distance themselves from the group and prevent taking risks with vulnerability. Through this, they are able to avoid confronting their personal issues by deflecting ownership of problems onto others. Members who engage in such behaviour compromise the dynamic group process by limiting safety and cohesion and increasing resentment from other members. Leaders should confront member’s attempts to align self with the leader and seek understanding of their motivation (Corey et al., 2018).
Conflict
Like in all relationships, conflict is an expected visitor. Its presence frequently appears during the transition phase when bonds of trust and safety are tested. Problems arises when conflict is not addressed; avoidance of conflict within groups erodes safety as members quickly learn that the risk of exposing vulnerability are too high. As conflict comes, members attentively monitor how leaders manage its presence, interpreting the level of security and at the same time, learning new ways to integrate new responses into their own lives. Leaders must gain confidence and be comfortable in sitting with conflict, knowing and trusting that “no one has ever died from red energy” (D. McBride, personal communication, June 29, 2019).