APPROACHES TO GROUP
Basic Assumptions:-
1. Most problematic behaviors, cognitions and emotions have been
learned can be modified by new learning (often call therapy;
significant component of the process is educational)
2. The behaviors that clients express are the problem (not merely the
symptoms of problem).
3. Group practitioners with cognitive behavior framework may develop
techniques and strategies from diverse theoretical viewpoints
(must come with scientific demonstration.
In this topic, (Cognitive Behavior Therapy) CBT will be the focal point
than traditional behavior therapy-due to environmental determinism.
Page 279
BRIEFLY ON CBT & 280
Arbitrary Inferences
making conclusion without evidence
Selective Abstraction
Conclusion based on an isolated details of an
event
Overgeneralization
Extreme belief
Magnification & Minimization
Perceiving things greater or less than actual
Personalization
Relate external event to themselves
1. Labeling & Mislabeling
Self-stamping/price tag
1. Dichotomous Thinking
Polarized thinking/black-and-white
Page 269
BRIEFLY ON CBT
Model explaining mechanism of therapeutic process (ABC’s of CBT)
Page 347
KEY CONCEPTS
Relies on the principles and procedures of the scientific method;
experimentally derived principles of learning are systematically applied to
help people change maladaptive behaviors
Distinguish characteristics = systematic adherence to specification and
measurement
Specific unique characteristics of CBA;-
1. Behavioral
Assessment
Specific 2. Precise
Unique Therapeutic Goals
Characteristic
3. Treatment Plan
4. Objective
Evaluation
Page 347
1. BEHAVIORAL ASSESSMENT
Consists of a set of procedure used to obtain information that will guide
the development of a specific treatment plan for each clients and help
measure the effectiveness of treatment
Five characteristics of behavioral assessment
Model active
participation leaders provide
collaboratively in imitation of social
creating an agenda,
generating adaptive MAIN ROLE modeling as
fundamental process in
responses, designing learning new behavior
homework and
teaching skills
Modeling
Feedback
APPLICATION
Buddy System OF
TECHNIQUES
Reinforcement
Problem
Solving
Cognitive
Restructuring
Page 352
APPLICATION OF TECHNIQUES & 353
Modeling
Clients learn through observation and imitation inside group
Offers a variety of social and role models to imitate
Carried out in role playing during session and practiced in vivo
Behavior Rehearsal
Practicing new behavior that will be used in everyday situation
To prepare members to perform desirable behavior outside group
Practiced in safe context that stimulates real world – increase
members willingness to experiment in their daily life
Coaching
Providing members with general principles for performing desired
behavior effectively
When a member stuck, group members can whisper suggestions
Coaching is reduced subsequently
Page 353
APPLICATION OF TECHNIQUES & 354
Homework
Aimed at putting into action what members explore during group session
Affords many opportunities to practice new skills in the real world
Vital role to ensure changes of behavior
Factor determine effectiveness of homework; therapist clarity on
homework
Done collaboratively
Feedback
Verbal reactions after practicing new behavior or reporting homework
assignments
Two aspects;
1. Praise and encouragement for the behavior
2. Specific suggestions for correcting or modifying errors
Reinforcement
Through praise, approval, support and attention
Better reporting succession than failure; even if it is a small achievement
Critical to maintain members’ gain
Page 355
APPLICATION OF TECHNIQUES
Cognitive Restructuring (Core procedure)
Process of identifying and evaluation one’s cognitions, understanding the
negative behavioral impact of certain thoughts, and learning to replace
these cognition with adaptive thoughts.
Members are expected to identify self defeating cognitions and monitor
self-talk.
Initially, leader teaches members how to differentiate self-defeating and
self-enhancement statements.
After deciding a set of realistic statements, cognitive modeling is used;
imaging themselves in stressful situation and substitute self-defeating
statements.
Finally, homework is assigned at the end of the session
As members make progress, assignments can be developed at successive
levels of difficulty
Page 355
APPLICATION OF TECHNIQUES & 356
Problem Solving
Cognitive behavioral strategy that teaches individuals ways to deal with problems
in daily life
Main goal: identify the most effective solution to a problem and to provide
systematic training in cognitive and behavioral skills so the client can apply and
cope effectively with future problem
Spiegler and Guevremont (2010) describe seven stages in problem solving process
Giving and
receiving
feedback Provide many
Assisting
members in opportunities to
reviewing the practice new &
group experience Characteristics more effective
and the meaning of the Final behavior
it holds for them Stage