The Group Therapist's Notebook

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Pre-publication REVIEWS, COMMENTARIES, EVALUATIONS . . .

“This book includes excellent descriptions of highly applicable group activities relevant to awide range of groups of a wide range of types, from training groups to addictions and grief resolution and support; to working with children, adolescents, and college-age members; and cou-ple andfamilygroups. Thedescriptionsof theactivities are detailed,with a sound rationale, andap-propriate lists of props and copies of forms. An especially useful element in each description is asection on contraindications of the activity to alert group workers to limitations and potentialproblems.

Students andnewprofessionals will find this notebook very valuable,andseasoned group work-ers will also benefit from this new collection of activities through which to provide increased

breadth and depth and additional stimulation into their groups. This book makes a solid contribu-tion to the practice of group work and to the group members we serve.”

—Donald E. Ward, PhDProfessor and Chair,

Counseling Committee,Department of Psychology

and Counseling, Pittsburg StateUniversity, Pittsburg, Kansas;Editor, Journal for Specialists

in Group Work

“T he Group Therapist’s Notebook includes straightforward and powerful learning activities thatcan be used in groups that focus on a wide variety of goals. Each contributor does an excel-

lent job with providing theoretical insight into respective counseling issues and following up withprocedures that take full advantage of group process.

I found the activities throughout the book to be relevant across age groups, populations, settings,counseling specialties (e.g., school, mental health, psychology, social work, etc.), and counseling is-sues. This book provides a uniqueand valuable contributionto both the practitionerandthe trainer.It also offers the reader a comprehensive compilation of state-of-the-art resources for each counsel-ing issue.

If I were to have compiled a notebook of my best activities and resources that have withstood thetest of time for conducting group counseling, this would be it.”

—Russell A. Sabella, PhDProfessor, Florida Gulf

Coast University


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NOTES FOR PROFESSIONAL LIBRARIANS AND LIBRARY USERS

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element of this book such as a chapter, include the element’s Digital ObjectIdentifier (DOI) as the last item of the reference. A Digital Object Identifieris a persistent, authoritative, and unique identifier that a publisher assignsto each element of a book. Because of its persistence, DOIs will enable TheHaworth Press and other publishers to link to the element referenced, andthe link will not break over time. This will be a great resource in scholarlyresearch.

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The Group Therapist’s Notebook

Homework, Handouts, and Activities for Use in Psychotherapy


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HAWORTH Practical Practice in Mental HealthLorna L. Hecker, PhD

Senior Editor

101 Interventions in Family Therapy edited by Thorana S. Nelson and Terry S. Trepper

101 More Interventions in Family Therapy edited by Thorana S. Nelson and Terry S. Trepper

The Practical Practice of Marriage and Family Therapy: Things My Training Supervisor Never Told Me by Mark Odell and Charles E. Campbell

The Therapist’s Notebook for Families: Solution-Oriented Exercises for Working with Parents,Children, and Adolescents by Bob Bertolino and Gary Schultheis

Collaborative Practice in Psychology and Therapy edited by David A. Paré and Glenn Larner

The Therapist’s Notebook for Children and Adolescents: Homework, Handouts, and Activities

for Use in Psychotherapy edited by Catherine Ford Sori and Lorna L. HeckerThe Therapist’s Notebook for Lesbian, Gay, and Bisexual Clients: Homework, Handouts,

and Activities for Use in Psychotherapy by Joy S. Whitman and Cynthia J. Boyd

A Guide to Self-Help Workbooks for Mental Health Clinicians and Researchers by Luciano L’Abate

Workbooks in Prevention, Psychotherapy, and Rehabilitation: A Resource for Cliniciansand Researchers edited by Luciano L’Abate

The Psychotherapist As Parent Coordinator in High-Conflict Divorce: Strategies and Techniquesby Susan M. Boyan and Ann Marie Termini

The Couple and Family Therapist’s Notebook: Homework, Handouts, and Activities for Usein Marital and Family Therapy by Katherine A. Milewski Hertlein, Dawn Viers, and Associates

The Therapist’s Notebook for Integrating Spirituality in Counseling: Homework, Handouts,and Activities for Use in Psychotherapy edited by Karen B. Helmeke and Catherine Ford Sori

The Therapist’s Notebook for Integrating Spirituality in Counseling II: More Homework, Handouts,and Activities for Use in Psychotherapy edited by Karen B. Helmeke and Catherine Ford Sori

Interactive Art Therapy: “No Talent Required” Projects by Linda L. Simmons

Therapy’s Best: Practical Advice and Gems of Wisdom from Twenty Accomplished Counselorsand Therapists by Howard Rosenthal

The Christian Therapist’s Notebook: Homework, Handouts, and Activities for Use in ChristianCounseling by Philip J. Henry, Lori Marie Figueroa, and David R. Miller

The Therapist’s Notebook, Volume 2: More Homework, Handouts, and Activities for Use

in Psychotherapy by Lorna L. Hecker, Catherine Ford Sori, and Associates

The Group Therapist’s Notebook: Homework, Handouts, and Activities for Use in Psychotherapyedited by Dawn Viers

Introduction to Complementary and Alternative Therapies edited by Anne L. Strozier and JoyceCarpenter


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The Group Therapist’s Notebook Homework, Handouts, and Activities

for Use in Psychotherapy

Dawn Viers, PhDEditor

The Haworth Press, Inc.New York


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For more information on this book or to order, visithttp://www.haworthpress.com/store/product.asp?sku=5576

or call 1-800-HAWORTH (800-429-6784) in the United States and Canadaor (607) 722-5857 outside the United States and Canada

or contact [email protected]

© 2007 by The Haworth Press, Inc. All rights reserved. No part of this work may be reproduced or utilized in any form or by anymeans, electronic or mechanical, including photocopying, microfilm, and recording, or by any information storage and retrievalsystem, without permission in writing from the publisher. Printed in the United States of America.

The Haworth Press, Inc., 10 Alice Street, Binghamton, NY 13904-1580.

PUBLISHER’S NOTEThe development, preparation, and publication of this work has been undertaken with great care. However, the Publisher,employees, editors, and agents of The Haworth Press are not responsible for any errors contained herein or for consequences thatmay ensue from use of materials or information contained in this work. The Haworth Press is committed to the dissemination of ideas and informationaccording to the highest standards of intellectual freedom and the free exchange of ideas. Statementsmadeandopinionsexpressed in thispublicationdo not necessarilyreflect the views of the Publisher, Directors,management, or staff of The Haworth Press, Inc., or an endorsement by them.

Identities and circumstances of individuals discussed in this book have been changed to protect confidentiality.

Cover design by Kerry E. Mack.

Library of Congress Cataloging-in-Publication Data

The group therapist’s notebook : homework, handouts, and activities for use in psychotherapy / [edited by] Dawn Viers andassociates.

p. cm.ISBN-13: 978-0-7890-2851-8 (soft : alk. paper)1. Group psychotherapy—Handbooks, manuals, etc. I. Viers, Dawn.[DNLM: 1. Psychotherapy, Group—methods. WM 430 G8833 2007]

RC488.G725 2007616.89'152—dc22

2006035687

http://www.haworthpress.com/store/product.asp?sku=5576mailto:[email protected]:[email protected]://www.haworthpress.com/store/product.asp?sku=5576


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As always, to my family


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CONTENTS

About the Editor xi

Contributors xiii

Foreword xxi

M. Carolyn Thomas

Preface xxiii

Acknowledgments xxvii

SECTION I: GETTING STARTED

1. Turning Group Theory into Group Practice: The Role of the Experiential Componentin Group Facilitator Training 3

Donna Starkey Laura Simpson

2. Tips on Running a Group 15

Christopher M. Faiver

3. Creating a Disclosure Statement for Group Work: Best Practices in Action 21

R. Valorie Thomas

Meredith W. Neill

SECTION II: INTERVENTIONS FOR ALL GROUPS

4. Play Ball! The Name Is the Game 29

Shirley R. Simon

5. Learning How to De-Stress 33

Elwood R. Hamlin II Michael Kane

6. The Magic Wand 39Shirley R. Simon

7. Group Sculpting 43

Elwood R. Hamlin II Michael Kane Dawn Viers

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8. Striving for Meaningfulness and Self-Acceptance: An Existential-Humanistic GroupTherapy Activity 49

Glenn W. LambieShari M. Sias

9. What’s in a Name? 55

Paul Springer George W. Bitar Robert Gee III

10. Behavioral Scaling As a Group-Guided Approach to Self-Management 59

Nancy G. Calley

11. Activities for Termination 67

Randyl D. Smith Maria T. Riva Jeffrey A. Rings

SECTION III: INTERVENTIONS FOR POPULATION-SPECIFIC GROUPS

12. Nine Steps to Anger Management 77

Floyd F. Robison

13. A Little Worn and Wrinkled, but Still Valuable 87

Susan A. Adams

14. Building a Bridge: An Experiential Group for Adult Survivors of Sexual Abuse 95Pat L. SimsW. Jeff Hinton Mary Ann AdamsCharles K. West

15. Web of Entanglements 103

Markie L. C. Blumer

16. Adult Children of Alcoholics/Children of Alcoholics: Family Description 113

Shari M. SiasGlenn W. Lambie

17. Holding the Weight of Grief at Arm’s Length: Tasks for Resolving Grief 119

Susan A. Adams

18. Grief and Loss: Healing Through Group Therapy 127

Jane Roberts

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SECTION IV: INTERVENTIONS FOR ADOLESCENTAND COLLEGE-AGE GROUPS

19. The How-To Book: A Model-Driven Process for Group Work with Adolescents 139

Dave Bryant

20. How to Be Different and Still Belong 155

Brigid Noonan

21. Acting Out: Dramatic Life-Skills Activities 163

Trey Fitch Jennifer Marshall

22. Using Psychoeducational Groups with Latino(a) High School Students 169

Edil Torres-Rivera Loan T. Phan

23. Prompted Feedback to Increase Interpersonal Skill Development 181

Nancy G. Calley

24. Crafty Coping: Coping Tools for College Students 187

Jennifer MarshallTrey Fitch

25. A Group Intervention for Athletic Teams 191

Victoria L. Bacon Marcia K. Anderson

SECTION V: INTERVENTIONS FOR COUPLE AND FAMILY GROUPS

26. Make Your Partner Your Friend, Not Your Enemy 199

Floyd F. Robison

27. Gender Awareness and Media Messages: An Activity for Couple Therapy 205

Toni S. Zimmerman Jennifer L. Krafchick Jennifer T. Aberle

28. Family Mine Field 213

Dawn Viers

29. Life’s Not Fair 219

Aaron Oberman

30. Eight Days in a Week: Using Calendars in Family Groups 223

Dawn Viers

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31. Maintaining Stability: Life Cycle Transitions in Families Coping with ChildhoodCancer 229

Jessica A. Russo Laura Tejada Randall L. Hilscher

John J. Zarski

Index 239

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ABOUT THE EDITOR

Dawn Viers, PhD, is Prevention Supervisor at New River Valley Community Services(NRVCS) in Blacksburg, Virginia. Prior to this, she was a Prevention Specialist at NRVCS,where she facilitated parenting and divorce education groups. Dr. Viers has facilitated groups onwomen’s issues, children of alcoholics, substance-abusing teenagers, and school-based groups.She edited, with KatherineHertlein,PhD,The Couple and Family Therapist’s Notebook: Home-work, Handouts, and Activities for Use in Marital and Family Therapy (Haworth, 2005). Shehas been published in Contemporary Family Therapy, Journal of Feminist Family Therapy, Journal of Clinical Activities, Assignments, & Handouts in Psychotherapy Practice, American Journal of Family Therapy, and The Therapist’s Notebook: Homework, Handouts, & Activities for Use in Psychotherapy. Her research interests include wellness groups for children andgrandparents acting as parents.

The Group Therapist’s Notebook © 2007 by The Haworth Press, Inc. All rights reserved.

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Contributors

Jennifer T. Aberle, MS, earned her master’s degree from Colorado State University’s (CSU)Marriage and Family Therapy Program and her doctorate in education at CSU, specializing intheory and practice of experiential learning and teaching, women’s studies, and diversity. Sheteaches both graduate and undergraduate courses in the Human Development and Family Stud-ies Program at CSU. Jennifer wrote the FAIR (Fairness for All Individuals through Respect)curriculum and children’s book, along with Dr. Toni S. Zimmerman. This book is currently un-der review by publishers. In addition, Dr. Aberle has published in the Journal of Feminist Fam-ily Therapy.

Mary Ann Adams, PhD, LMFT, is an associate professor in the Marriage and Family TherapyProgram at the University of Southern Mississippi. Her clinical interests are gender specificprogramming for juvenile female offenders, fatherhood and single parent families, mother-daughter dyads, and adolescents with attention deficit disorder. Her previous works have ap-peared in The Encyclopedia of Human Development and the Journal of Child Sexual Abuse.

Susan A. Adams, PhD, LPC, ACS, is an assistant professor at Texas Woman’s University inDenton, Texas. She received her PhD from Texas A&M-Commerce in counselor education.Her publications include the Mississippi Counselors Association Journal and Texas Counselors Association Guidelines. Her areas of specialty are grief work and shame-based identity. She haspresentedat state, regional, national, and international conferences. She also maintains a privatepractice.

Marcia K. Anderson is a professor of athletic training in the Department of Movement Arts,Health Promotion, and Leisure Studies at Bridgewater State College, Bridgewater, Massachu-

setts. Dr. Anderson is author of several textbooks, including Foundations of Athletic Training:Prevention,Assessment,and Management . Dr. Anderson is an athletic training educator and hastreated athletes for more than twenty-five years. She began her career as a high school physicaleducation and health instructor. Dr.Anderson is a 2005 inductee into the ATOM Hall of Fame.

Victoria L. Bacon is an associate professor and chair of the Department of Counselor Educa-tion at Bridgewater State College, Bridgewater, Massachusetts. As a licensed psychologist, shewas trained to work with children, adolescents, and families with a focus on trauma and dual di-agnoses. Dr. Bacon’s current areas of clinical expertise, research, and writing include workwithathletes and the physically active population around addictive behaviors and critical incidentstress debriefings with athletes and teams. In addition to training counselors, Dr. Bacon pro-vides consultation and instruction to athletic trainers, physical therapists, and sport nutritionistsin the greater Boston area.

George W. Bitar, MMFT, received his master’s degree in marriage and family therapy fromAbilene Christian University in 2002. He is currently employed at the Southwest Institute forAddictive Diseases at the Texas Tech University Health Sciences Center, where he provides in-dividual, couple, and family therapy services for individuals who are transitioning from prison


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into mainstream society. He is also a doctoral student in the Marriage and Family Therapy Pro-gram at Texas Tech University. George is a licensed marriage and family therapy associate anda licensed professional counselor intern.

Markie L. C. Blumer, MA, MEd, is a doctoral student at Iowa State University in human de-

velopment and family studies, specializing in marriage and family therapy. She earned her mas-ter of arts in marriage and family therapy from the University of Louisiana at Monroe in 2002and her Master’s in Education from Northern Arizona University at Flagstaff in 1998. Her aca-demic interests include sexual minority issues, social justice, therapeutic and supervisoryevalu-ation, and prevention of adolescent high-risk behaviors. She is currently a member of theeditorial board for the Journal of Feminist Family Therapy and is an associate member of theAmerican Association for Marriage and Family Therapy. She is a two-time recipient of the Al-ice M. Ford Scholarship and was named the 2005 Outstanding Graduate Student of the Year bythe Iowa Association for Marriage and Family Therapy. She is currently serving as a visitingprofessor in the Department of Psychology at the University of Alaska at Anchorage, where sheteaches primarily life span development and abnormal psychology courses. She has worked invarious therapy contexts over the past six years, ranging from university clinics, to drug treat-ment centers, to adult mental health facilities, and programs involving homeless youth. In her

leisure time sheenjoys traveling, skiing, running,and dancing, as well as spending time with herhusband, Tim, and their animal companion, Dax the cat.

Dave Bryant is a licensed professional counselor as well as a board certified music therapist.He is associated with a community (public) mental health, mental retardation, and substanceabuse agency in addition to maintaining a private counseling practice. The bulk of Dave’s expe-rience with groups, group process, and group dynamics came from his years of experience as amusic therapist in an inpatient setting. Dave enjoys being married and being a grandparent.

NancyG. Calley, PhD, LPC, is an assistant professor in the Department of Counseling and Ad-diction Studies and the director of counseling programs at University of Detroit Mercy. In addi-tion, she is the clinical director, Spectrum Human Services, Inc. & Affiliated Companies. Herclinical specialties and research interests include the juvenile justice and child welfare popula-tions, solution-focused practices, professional identity issues related to counselors, and profes-sional ethics. Shewas the 2004-2006 ethics chair for the Michigan Counseling Association.Shehas previously published in the Journal of Counseling and Development.

Christopher M. Faiver is a summa cum laude graduate of Hiram College, where he majored inreligion and Spanish, attaining honors in both undergraduate majors. He is a member of PhiBeta Kappa. His master’s in student personnel administration in higher education (counselingspecialty) was conferred by Case Western Reserve University. Dr. Faiver also received his PhDin educational psychology (counseling specialty) from Case Western Reserve University. Li-censed in counseling and psychology in Ohio, he is certified nationally as a counselor by NBCCand as a clinical consultant in hypnosis by the American Society of Clinical Hypnosis. He islisted in the National Register of Health Service Providers in Psychology. He has extensive clin-

ical experience in a variety of settings. He has made numerous presentations and is the author of many journal articles and two books, one of which is in its third edition. Dr. Faiver is professorand coordinator of the community counseling master’s program at John Carroll University inCleveland, Ohio.

Trey Fitch is currentlyan associateprofessor at theUniversity of Cincinnati-Clermont College.He has an EdD in counseling and has licensure in Kentucky and Georgia. Trey Fitch’s specialtyis counseling with children and adolescents. His previous works have appeared in Professional

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School Counseling, Education, Community College Journal of Research and Practice, Coun-selor Education and Supervision, and Journal of Critical Thinking.

Robert Gee III, EdD, received his master’s and doctorate degrees at Texas Tech University incounselor education. He is the associate director of the Southwest Institute for Addictive Dis-

eases and assistant professor in the Department of Neuropsychiatry at the Health Sciences Cen-terat Texas Tech University. He is a licensed professional counselor andapproved supervisor.

Elwood R. Hamlin II, PhD, ACSW, is a professor in the School of Social Work at Florida At-lantic University. He is a clinical member of the American Association for Marriage and FamilyTherapy (AAMFT). His interests include family treatment, family violence, and clinical prac-tice.

Randall L. Hilscher has a master of arts in education degree from the University of Akron(2004), and a doctor of ministry from McCormick Theological Seminary (1989). Mr. Hilscheris a licensed professional counselor in Ohio and a doctoral candidate at the University of Akronin the Counselor Education and Supervision Program, with a specialization in marriage andfamilycounseling/therapy. Mr. Hilscher is employed as a counselor at the Interval BrotherhoodHome in Akron, Ohio, a residential substance abuse treatment center. Mr. Hilscher is also cur-rently a lecturer at the University of Akron, teaching issues in sexuality for counselors.

W. Jeff Hinton, PhD, LMFT, is an assistant professor in the Marriage and Family TherapyProgram and director of Clinical Services at the University of Southern Mississippi. His clinicalinterests are in working with troubled and delinquent adolescents and their families and clinicalsupervision. Dr. Hinton’s previous works have been published in The Comprehensive Encyclo- pedia of School Psychology, The Encyclopedia of Human Development, The Researcher, andThe Family Journal.

Michael Kane, PhD, MSW, MDiv, is a licensed social worker in Florida and an assistant pro-fessor in the School of Social Work at Florida Atlantic University. His interests include ageismin aging, dementia, managed care, and clinical practice.

Jennifer L. Krafchick, PhD, earned her master’s degree from Colorado State University’s(CSU)Marriage and FamilyTherapy Program and her doctorate degree ineducation from Colo-rado State University, specializing in education, counseling, gender, and diversity. She cur-rently serves as the assistant director in the Office of Women’s Programs and Students at CSU,providing services for survivors of interpersonal violence, and maintains a private psychother-apy practice in Fort Collins, Colorado. She teaches both graduate and undergraduate courses inthe Human Development and Family Studies Program and Women’s Studies Program at CSU.Dr. Krafchick has published numerous articles on sex education, parenting, and social justiceeducation for counselors and family therapists.

GlennW. Lambie, PhD, LPC, NCC, NCSC,CCMHC, is an assistant professor in the Depart-ment of Child, Family, and Community Sciences in the College of Education at University of Central Florida in Orlando, Florida. His areas of specialty and interest include professional

school counseling; individual, group, and family therapy with children and adolescents; andcounselor development.

Jennifer Marshall is currently an associate professor at the University of Cincinnati-RaymondWalters College. She has an EdD in counseling and has licensure in Ohio and Kentucky. Shewas previously director of counseling at Berea College and ran groups with college students.She specializes in working with college students and adolescents. Her previous works havebeen published in Professional School Counseling, Education, Inquiry: Critical Thinking Across

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the Disciplines, Counselor Education and Supervision, and Journal of Humanistic and Educa-tional Development.

Meredith W. Neill, ThM, LMFT, is an adjunct faculty instructor at Valencia Community Col-lege and a certified sex therapist in full-time private practice.

Brigid Noonan, PhD, NCC, ACS, LCPC, is an assistant professor in the Department of Coun-selor Education at Stetson University. She has had experience working with individuals, cou-ples, and families while working for employee assistance programs, in private practice, andconsulting for companies. Her areas of interest include the addictive disorders, eating disorders,working with women, chronic illness, advocacy within the counselor education field, workingwith diverse populations and career development.

Aaron Oberman, PhD, NCC, is an assistant professor of school counseling at The Citadel. Heearned a doctorate in counselor education from the University of Tennessee. He has completedinternships in community and school counseling, and worked as a career counselor. His spe-cialty areas include career counseling and group and individual counseling in the schools.

Loan T. Phan is an assistant professor at the University of New Mexico. She received her MA

in marriage and family therapy and PhD in counselor education and supervision with an empha-sis in school counseling and multicultural counseling from the University of Nevada, Reno.Dr. Phan has worked extensively with multicultural and diverse populations including ethnicminority children and families, people with disabilities, students of color in high school andcollege settings, women of color, and LGBT racial minorities. Dr. Phan has expertise and publi-cations in the areas of multicultural counseling, social justice issues, group supervision, racialand gender identity development, gender issues with women of color, ethnic minority students,family therapy and group work with ethnic minorities. She teaches courses in multiculturalcounseling, group counseling, assessment in counseling, and career counseling.

Jeffrey A. Rings, MA, is a doctoral student in counseling psychology at the University of Den-ver. He received his BA in psychology from Pepperdine University and his MA in counselingpsychology from Northwestern University. He has cofacilitated many psychotherapy groups

over the last seven years, with populations ranging the chronically mentally ill to college stu-dents. He also currently serves on the board of directors for the Colorado Psychological Associ-ation as the APAGS representative.

Maria T. Riva, PhD, is associate professor and training director of the Counseling PsychologyProgram at the University of Denver. She has been actively involved in facilitating many typesof counseling and psychotherapy groups over the past twenty years. She teaches both groupcounseling and advanced group counseling courses, and her teaching style is strongly influ-enced by group and leadership theory. In 2001, she was awarded the University of Denver Dis-tinguished Teaching Award. She has numerous publications on group counseling andpsychotherapy. She belongs to theAssociation for Specialists in Group Work (ASGW, Divisionof ACA) and Group Psychology and Psychotherapy (Division 49 of APA). She was on the edi-torial board of the Journal for Specialists in Group Work (JSGW) for six years and currently

serves as its associate editor. She is a fellow of ASGW and in 1997 co-edited a special issue ongroup research for JSGW . She also co-edited the Handbook of Group Counseling and Psycho-therapy, published by Sage in 2004.

Jane Roberts, PhD, LCSW, is an assistant professor in the School of Social Work at the Uni-versity of South Florida (USF) in Sarasota, Florida. Dr. Roberts obtained her PhD in gerontol-ogy from Virginia Tech, where her research interests and doctoral work emphasized age-biasedattitudes and prejudicial views toward older people. She is currently involved in a project in-

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volving the familial and socio-cultural influences on adults of the WWII era. Her clinical andadministrative career has included psychotherapy with couples and individuals, hospice andhospital administration, and children’s and elders’ protective services. She is a licensed clinicalsocial worker and teaches BSW and MSW students at USF.

Floyd F. Robison is an associate professor in the Counseling and Counselor Education Pro-gram, School of Education, at Indiana University. He has a PhD (1982, Indiana University) incounseling and educational psychology. His research interests include the study of group coun-seling processes and leadership, as well as the applications of groups in mental health, socialservice, and school settings. He has authored twenty-two professional journal articles and deliv-ered more than fifty presentations at regional and national professional meetings. He is a li-censed health service provider in psychology, licensed marriage and family therapist, licensedmental health counselor, and national certified counselor. In addition to his academic work, hemaintains a private psychology practice, specializing in psychological assessment, group andfamily therapies, and treatment of children and adolescents with emotional and behavior disor-ders.

Jessica A. Russo has a master of arts degree in child life therapy from The University of Akron.

Ms. Russo is a fourth year PhD student in marriage and family therapy at The University of Ak-ron in Akron, Ohio. She is a social worker for Cuyahoga County Department of Children andFamily Services and specializes in working with families, specifically expectant mothers whoexpose their unborn child to drugs or alcohol. She has presented at APA and AAMFT. In addi-tion to a chapter in this book, she has two book chapters in press.

Shari M. Sias, PhD, LPC, is an assistant professor in the Department of Rehabilitation Studiesat East Carolina University in Greenville, North Carolina. Areas of specialty and interest in-clude substance abuse counseling, individual and family counseling, and counselor develop-ment.

Shirley R. Simon, LCSW, ACSW, is a faculty member at the School of Social Work, LoyolaUniversity Chicago with over thirtyyears of continuous college/university teaching experience.

She coordinates the group work sequence at Loyola and has engaged in a variety of social work practice activities, including private practice in clinical social work with adults and families,group work leadership and consultation, and agency practice with women and adolescents. Shehas been published in Social Work with Groups, Child Welfare League of America, Journal of Teaching in Social Work, Journal of Social Work Education, and Jewish Community Center Program Aids.

Laura Simpson, PhD, is a licensed professional counselor, national certified counselor, andapproved clinical supervisor. She is employed as the Adult/DD Services Coordinator at RegionI Mental Health Center in Clarksdale, Mississippi and serves as an adjunct professor for the De-partment of Counselor Education at Delta State University. She received her PhD from the Uni-versity of Mississippi. Her special interests include spirituality, secondary traumatic stress, and

supervision.Pat L. Sims, EdD, LMFT, LPC, is an associate professor and director of the Marriage andFamilyTherapy Program at the University of SouthernMississippi. Dr. Sims’s clinical interestsinclude sexual trauma, at-risk children and youth, juvenile delinquency, and clinical training.Dr. Sims’s previous works have been featured in The Encyclopedia of Human Development,The Researcher: An Interdisciplinary Journal, The Family Journal, Journal of Child Sexual Abuse, and Journal of Family and Consumer Sciences.

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Randyl D. Smith, PhD, is a licensed psychologist and assistant professor at the MetropolitanState College of Denver. She has more than ten years experience facilitating groups in such var-ied settings as inpatient psychiatric facilities, residential treatment centers, community mentalhealth organizations, and public schools. She has trained others in group leadership skills, haswritten articles on group therapy, and is particularly interested in ethicsapplied to group work.

Paul Springer, MS, received his master’s degree at Auburn University in marriage and familytherapy and his bachelor’s degree at Brigham YoungUniversity in marriage, family, and humandevelopment. He is currently a student at Texas Tech University, where he is completing hisdoctorate degree in marriage and family therapy. Paul works at the Southwest Institute for Ad-dictive Diseases where he continues to do individual, family, couple, and group therapy. He hashis associate license in marriage and family therapy.

Donna Starkey, PhD, LPC, is a licensed professional counselor, national certified counselor,and approved clinical supervisor. She is currently an assistant professor of counselor educationat Delta State University in Cleveland, Mississippi. She received her PhD at the University of Mississippi. Prior to returning to an academic setting, she was a community counselor in a re-gionalmentalhealthsetting. Her areas of interest includeclinical skillsdevelopment, ethics, and

supervision.Laura Tejada, MA, is a student in the PhD program in Marriage and Family Therapy at theUniversity of Akron. She is a registered play therapist and was a K-5 elementary school coun-selor at Roosevelt Elementary School in McPherson, Kansas, as well as a classroom teacher inWhiteriver, Arizona, and Gallup, New Mexico.

R. Valorie Thomas, PhD, LMFT,LMHC, is an adjunct faculty member in the Counselor Edu-cation Department at Rollins College. Formerly, she was an assistant professor at Stetson Uni-versity. She is the cochairperson of the ethics committee of the Association for Specialists inGroup Work, a division of the American Counseling Association (ACA).

Edil Torres-Rivera has a PhD in counseling psychology with a concentration in multiculturalcounseling from the University of Connecticut, Storrs. He is an associate professor at the Uni-versity at Buffalo, SUNY. Dr. Torres-Rivera has published articles in the areas of group work with ethnic minorities, technology, chaos theory, supervision, multicultural counseling, pris-ons, and gang-related behavior. He also has presented at national and international conferences.He also has coordinated the school counseling program at the University of Nevada, Reno, andpresently is the director of the school counseling program in Singapore.

Charles K. West, PhD, LMFT, is an assistant professor, Department of Child and FamilyStudies, University of Southern Mississippi. His clinical interests include issues around contin-uing competency, eating disorders, supervision, and the impact of divorce on adult children. Dr.West’s previous works have been featured in the Journal of Divorce and Remarriage, Journalof Systemic Therapies, and The Clinical Supervisor .

John Joseph Zarski, PhD, was the former director of marriage and family therapy and a pro-fessor at The University of Akron. He was a licensed psychologist and a licensed marriage and

family therapist. He had over fifty publications. Unfortunately, during the production of thechapter in this book, “Maintaining Stability: Life Cycle Transitions in Families Coping withChildhood Cancer,” Dr. Zarski unexpectedly passed away. His contributions and dedication tothe field of marriage and family therapy are innumerable. He will be missed greatly.

Toni S. Zimmerman, PhD, is a professor in the Human Development and Family Studies De-partment at Colorado State University (CSU) and licensed marriage and family therapist. Thegraduate program at CSU, directed by Dr.Zimmerman, was awarded the Best Training Program

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by the AmericanAssociation forMarriage and FamilyTherapy in 1999.This award was grantedto the department largely based on the dedication in training family therapists who are sensitiveto issues of diversity. Toni has published over fifty professional journal articles, eight book chapters, and three edited journal volumes primarily focusing on issues related to fairness andequality.

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Foreword

The Group Therapist’s Notebook: Homework, Handouts, and Activities for Use in Psycho-

therapy is an excellent resource that builds a bridge between theoretically based texts on groupcounseling and collections of group exercises. The publication is a practical aid for group psy-chotherapists who are in the process of beginning a group practice or already utilizing groups aspart of their practice. The section Getting Started is particularly helpful for beginning groups.As an example of the use of professional resources in this workbook, one of the chapters in this

section details a disclosure statement, which is based on theAssociation for Specialists in GroupWork (ASGW) Best Practice Guidelines. An actual disclosure statement used in ASGW train-ing workshops is provided.

The workbook model is useful for group specialists in creating their own exercises to fit theneeds of their clients. The organization of the exercises into type of contribution, objectives, ra-

tionale for use, instructions, suggestions for follow-up, contraindications, and readings and re-sources for theprofessional andclients provides a comprehensive gridfor completing additionalexercises. Some exercise descriptions add suggestions for variations, so a group specialist canadapt an exercise for maximum flexible application. An important addition to this workbook,not often see in other collections of group exercises, is the inclusion of contraindications. These

cautions show the concern for ethical and best practices in using the techniques. The resourceslistedafter each exercise, including conferences, workshops, and resources offered by the Asso-ciation for Specialists in Group Work, are extremely helpful for professionals who need back-ground information on techniques and advanced knowledge with specific populations.

In reviewing the workbook and the client concerns addressed by the exercises, an experi-

enced psychotherapist is immediately aware that Dawn Viers and her associates have includedgroup treatment techniques for the major issues clients bring to group counseling. Another ob-servation is the inclusion of a variety of theoretical approaches. Many authors tend to focus on anarrow array of client problems and operate from one or two theories. Professionals using thisworkbook will find a variety of validapproaches that effectively address their clients’concerns.

In summary, this publication is the product of group specialists who obviously have experi-ence in the field. This workbook helps new andexperienced professionalsbegin a group practiceor effectively include new approaches in their group work. The reader is encouraged to evaluatehis or her own group facilitation skills and identify those group skills that could be improved

from professional development. Because of the breadth of client concerns addressed by the ex-ercises and the use of multiple theoretical approaches, this workbook contains something of value for any reader who is a group specialist.

M. Carolyn Thomas, PhD Auburn University Montgomery

2005-2006 ASGW President


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Preface

In an era of managed care, reduced health benefits, and increasing client loads and productiv-ity standards, group therapy is seen as a valuable, and often optimal, way of providing treatmentfor individuals, couples, and families (Buchele & Price, 1995; MacKenzie, 2002; Villeneuve,2001). Group members can at once commiserate with, cajole, and challenge each other. Thisprocess is unique to this modality and factors in the success and popularity of group therapy.Across a variety of studies, group therapy has been found to be as effective, or even more effec-tive, than individual therapy (Fuhriman & Burlingame, 1994; McRoberts, Burlingame, & Hoag,1998). Being part of a group has also been linked to an increased perception of quality of lifeamong participants (Michalak, Yatham, Wan, & Lam, 2005; Tkachuk, Graff, Martin, & Bern-stein, 2003; Yildiz, Veznedaroglu, Eryavuz, & Kayahan, 2004). Further, as group work can beused to treat a greater number of clients with fewer resources, group therapy is often viewed asmore efficient than other treatment approaches (Brabender, 2002). Clearly, group work has

many benefits.Professionals who engage in group work come from many different backgrounds and profes-

sions. Psychologists, marriage and family therapists, social workers, counselors, preventionworkers, nurses, psychiatrists, ministers, and educators have all facilitated groups. Group ther-apy has been employed to treat such varied issues as mood and thought disorders, abuse and ad-dictions, couple enrichment and relationship concerns, and parenting issues. Groups can vary induration and can be used in prevention, in treatment, in short-term crisis counseling, as a supportsource, or as after-care. Further, group work can be conducted in many different settings. Thesebenefits make group therapy an almost universal treatment approach.

This book offers both new and seasoned professionals resources and ideas for organizing andimplementing groups for individuals, couples, and families. In contrast to many group therapybooks, this book includes practical resources for a variety of presenting problems and popula-tion types, as well as ideas for organizing and facilitating groups. Each chapter presents detailedinstructions for use, suggestions for tracking the intervention in successive meetings, contrain-dications for use, and resources for the facilitator and client. Further, each intervention is backedby a theoretical or practical rationale for use. Models and theories include such varied ap-proaches as experiential, behavioral, existential-humanistic, solution-focused, and attachmenttheory, ensuring that group facilitators will find an approach that fits their practice.

Group work requires facilitators to utilize different skills than they would use in individual oreven family therapy. Facilitators must find ways to take clients with their own unique needs andpreferences and form a cohesive unit where group members feel comfortable exploring per-sonal, and often painful, topics. To meet this need, the authors in this book offer practical tips forengaging group members, facilitating open dialogues, and ensuring active participation. Fur-ther, many of the authors present clinical vignettes. These vignettes demonstrate the interven-tion in action and allow readers the opportunity to envision how to use these tools.

Audience

Mental health professionals in all areas and settings will benefit from using this book. This in-cludes group facilitators in nonprofit agencies, counseling centers, private practice, school set-


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tings, hospitals, and inpatient or outpatient treatment facilities. Facilitators who specialize intreating a specific presenting problem will likely find interventions tailored to their particularpopulation, as well as ideas for taking a group from induction to termination. Mental health pro-fessionals who facilitate many different groups will find a myriad of ideas and tools for theirpractice.

Professors and instructors at colleges, universities, and training centers will want to have thisbook on hand when they are teaching students group facilitation skills. It can also be a handy re-source for supervision and practicum. Students andnovicefacilitators will benefit from the step-by-step instructions when they first engage in real world practice. More experienced facilitatorsmay gain a new perspective for treating specific problems or ways to jump start their group pro-cesses. Increasing the adaptability of this book, the activities, homework assignments, andhandouts can be used as presented or can be adapted to fit different group curricula or presentingproblems.

Organization

This book is comprised of five main sections. The first section, Getting Started, begins with a

chapter designed to help instructors teach group facilitation skills. The next chapter gives tipsand ideas for facilitatinga group. The final chapter in this section provides recommendations fordeveloping a professional disclosure statement, a critical tool for the group facilitator.

The second section, Interventions for All Groups, offers activities, assignments, and hand-outs from the introductory phases of a group to the conclusion. The first chapter in this sectionfeatures a fun and easy icebreaker, while the second chapter presents activities designed to re-duced stress and increase coping mechanisms. The third chapter helps group members problemsolve through the use of fantasy. The fourth chapter uses group members as de facto familymembers for a sculpting exercise, while the fifth encourages congruence between thought andactions. The next two chapters can be adapted for individuals, couples, or families. One helpsgroup members connect via the meaning of their names, while the other teaches self-awarenessand management skills. Last in this section is a chapter devoted to activities used during the

termination phase of a group.The third section, Interventions for Population-Specific Groups, showcases a variety of inter-ventions for specific populations or presenting problems. The first chapter teaches anger man-agement skills. The next two chapters help groupmembers ease feelings of shame and guilt. Thefourth and fifth chapters present activities for groups of substance users and children of alcohol-ics. The last two chapters spotlight interventions for dealing with grief and loss.

The fourth section, Interventions for Adolescent and College-Age Groups, targets teens andyoung adults. The first four chapters are targeted at groups in a school setting or mental healthfacility. First is a chapter that guides teens through the steps necessary for change. The secondchapter focuses on the often contradictory states of independence and belonging, while the thirdhelps adolescents explore a more positive body image. The fourth chapter utilizes culturally ap-propriate ideas and activity ideas for working with Latino(a) young adults in group therapy. The

fifth chapter, suitable for groups in an inpatient or outpatient treatment center, teaches teens in-terpersonal skills. The last two chapters in this section, targeted toward college-age populations,focus on increasing coping skills and crisis-intervention strategies.

The final section of this book, Interventions for Couple and Family Groups, offers tools forworking with groups comprised of couples or family members. The first two chapters, focusedon couples, assist with conflict mediation and resolution. The next three chapters present activi-ties and handouts to use in parenting groups. Finally, the last chapter provides ideas to supportthe caregivers of a sick child.

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Each chapter follows the same format: objective or purpose of the intervention, a brief ratio-nale for use, detailed, easy to use instructions, suggestions for follow-up, contraindications, andresources for the group facilitator and client. Many of the chapters also include a clinicalvignette.

References

Brabender, V. (2002). Introduction to group therapy. New York: John Wiley & Sons.Buchele, B. J., & Price, J. R. (1995). Group psychotherapy: A managed care alternative for pri-

vate practice. In L. VandeCreek & S. Knapp (Eds.), Innovations in clinical practice: A sourcebook (Vol. 14, pp. 55-65). Sarasota, FL: Professional Resource Press/Professional ResourceExchange, Inc.

Fuhriman, A., & Burlingame, G. M. (1994). Handbook of group psychotherapy: An empiricaland clinical synthesis. New York: Wiley.

MacKenzie, K. R. (2002). Effectivegroup psychotherapies. In F. Kaslow (Ed.), Comprehensivehandbook of psychotherapy: Integrative/eclectic (Vol. 4, pp. 521-542). New York: JohnWiley & Sons, Inc.

McRoberts, C., Burlingame, G. M., & Hoag, M. J. (1998). Comparative efficacy of individualand group psychotherapy:A meta-analytic perspective. Group Dynamics: Theory, Research,and Practice, 2(2), 101-117.

Michalak, E. E., Yatham, L. N., Wan, D., & Lam, R. W. (2005). Perceived quality of life in pa-tients with bipolar disorder. Does group psychoeducation havean impact? Canadian Journalof Psychiatry, 50, 95-100.

Tkachuk, G. A., Graff, L. A., Martin, G. L., & Bernstein, C. N. (2003). Randomized control trialof cognitive-behavior group therapy for irritable bowel syndrome in a medical setting. Jour-nal of Clinical Psychology in Medical Settings, 10(1), 57-69.

Villeneuve, C. (2002). Emphasizing the interpersonal in psychotherapy: Families and groupsin the era of cost containment. New York: Brunner/Routledge.

Yildiz, M., Veznedaroglu, B., Eryavuz, A., & Kayahan, B. (2004). Psychosocial skills trainingon social functioning and quality of life in the treatment of schizophrenia: A controlled study

in Turkey. International Journal of Psychiatry in Clinical Practice, 8(4), 219-225.

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Acknowledgments

I would like to acknowledge a number of people, withoutwhom this project would havenevergotten off the ground. First, I would like to express thanks to the remarkable authors who con-tributed to this book. These authors, seasoned professionals, educators, and students contributedinsightful, timely, and well-written chapters, which made my job as an editor much easier. Iwould also like to acknowledge the encouragement and flexibility of Lorna Hecker, series edi-tor, and the staff of The Haworth Press. I am privileged and honored to be a part of The Thera- pists Notebook series for a second time. Finally, I am grateful for the love and support of myfamily during this process. I particularly thank both of my children for napping so that I couldproofread, edit, and write chapters.


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SECTION I:

GETTING STARTED

The Group Therapist's Notebook

Documents

Transcript of The Group Therapist's Notebook