Effective Planning for Groups

Books

Janice L. DeLucia-Waack & Amy Nitza

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  • Group Planning Sheet

    DeLucia-Waack (2002)

    Date:Session #:Group Leaders:
    Members already excused:
    Check in with …

    Members who need to be checked in with who didn't finish working on an issue last week:

    Members who were given an assignment or were going to report back this week:

    Other members who might need to be checked in with and about what:

    Group Topics or Issues that Need to be Finished and/or Revisited

    Related to individual member or group goals:

    Related to group process:

    Group Topics or Issues to be Addressed for the First Time

    Content issues that need to be addressed for the first time:

    Process issues that need to be addressed for the first time:

    Specific Interventions

    Opening:

    Processing:

    Closing:

    Other Issues/Topics to be Addressed

    Issues to be Discussed in Supervision

    Appendix B Group Processing Sheet

    DeLucia-Waack (2002)

    Group Process Notes
    Date:Session #:Group Leaders:
    Members Present:Members Excused:Members Not Excused:
    Themes for the Group

    Content:

    Process:

    Notes for the Group

    Opening:

    Working:

    Ending:

    Notes about Each Group Member

    Member A:

    Member B:

    Member C:

    Member D:

    Member E:

    Member F:

    (This ends what should be included in a group notes file and/or a client file. For a client file, include all the notes up to this point and then just the notes in the last section for that particular group member.)

    Processing of the Group Session
    Comments about the Group

    Content:

    Process:

    Specific members:

    To be discussed in supervision:

    Evaluation of Intervention Strategies
    Executive Functions

    What worked:

    What didn't (and what you could do differently next time):

    Meaning Attribution

    What worked:

    What didn't (and what you could do differently next time):

    Caring

    What worked:

    What didn't (and what you could do differently next time):

    Emotional Stimulation

    What worked:

    What didn't (and what you could do differently next time):

    Critical Incidents Related to Therapeutic Factors

    (Instillation of hope, universality, imparting of information, altruism, the corrective recapitulation of the primary family group, interpersonal learning—input, interpersonal learning—output, cohesiveness, catharsis, existential factors, identification, self-understanding.) Briefly describe the three most critical incidents that happened this week in group and how each illustrates a therapeutic factor.

    Now name the critical incident for each group member and what therapeutic factor it illustrates.

    • Member A:
    • Member B:
    • Member C:
    • Member D:
    • Member E:
    • Member F:
    • Member G:
    • Member H:
    Countertransference
    Toward Specific Members

    Briefly describe the feeling toward the member, who the person reminds you of (if any), and how you behave toward the member based on this. Is your reaction based on something that a person is doing in group or on assumptions you are making about the person based on relationships with others? What could you do in the future to respond to this person as he or she is in the group and not as if this person were someone else?

    Toward Specific Incidents or Group Topics

    Briefly describe the event, the feeling(s) elicited from you as a result of the event, what other situation this reminds you of, what behavior it is based on, what your personal reactions and issues are related to this event, and what you can do differently in future interactions.

    Appendix C Eight-Session Group Planner

    Session #Topic*Session Title
    Session 1:Introduction
    Interventions:
    Notes:
    Homework:
    Session 2:Introduction
    Interventions:
    Notes:
    Homework:
    Session 3:
    Interventions:
    Notes:
    Homework:
    Session 4:
    Note to leader: Remind members that there are four sessions left.
    Interventions:
    Notes:
    Homework:
    Session 5:
    Interventions:
    Notes:
    Homework:
    Session 6:
    Interventions:
    Notes:
    Homework:
    Session 7:
    Note to leader: Remind members that there is one session left. Assign homework to integrate what has been learned.
    Interventions:
    Notes:
    Homework:
    Session 8:EndingEnding
    Interventions:
    Notes:

    Grid for Choosing Sessions Based on Current Research and Practice

    Goals for Group Based on Literature and Counseling PracticeInterventions Suggested in the Literature to Address This GoalSessions Designed by
    (List goal and reference and date; indicate cognitive, behavioral, or affective)(Describe and list reference and date)(List reference, date, page number)

    Now examine your grid: What goals have interventions and sessions designed for them? For those that do not have full sessions designed for them, these are the sessions you need to design complete with goals, activities, and processing questions. The idea is not to reinvent the wheel here but to see what is already out there and then add to the literature with new group sessions for this type of group.

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    About the Authors

    Janice L. DeLucia-Waack is currently an associate professor and program director for school counseling in the Department of Counseling, School, and Educational Psychology at the University at Buffalo, State University of New York. She is the former editor of The Journal for Specialists in Group Work and is a fellow of the Association for Specialists in Group Work division of the American Counseling Association and of Group Psychology and Group Psychotherapy, Division 49 of the American Psychological Association. She is author/editor of two books, Using Music in Children of Divorce Groups: A Session-by-Session Manual for Counselors and Multicultural Counseling and Training: Implications and Challenges for Practice, and coeditor/author of three other books: Handbook of Group Counseling and Psychotherapy (2nd edition, with Cynthia Kalodner and Maria Riva), The Practice of Multicultural Group Work: Visions and Perspectives From the Field (with Jeremiah Donigian), and Group Work Experts Share Their Favorite Activities: A Guide to Choosing, Planning, Conducting, and Processing (with Karen Bridbord and Jennifer Kleiner). She received a bachelor's degree in psychology from Eisenhower College, a master's degree in family studies from the University of Maryland, and a PhD in counseling psychology from the Pennsylvania State University.

    Amy Nitza is currently an associate professor and director of counselor education in the College of Education and Public Policy at Indiana University-Purdue University Fort Wayne (IPFW). She was a Fulbright Scholar at the University of Botswana, where she studied the relationship of cultural factors and group dynamics and developed a group intervention for adolescent girls. She is a past secretary and newsletter editor of the Association for Specialists in Group Work. She is the producer of the DVD Leading Groups with Adolescents (featuring Janice L. DeLucia-Waack, Al Segrist, and Arthur Horne) and author of the DVD study guide. She is also the author/coauthor of several journal articles and book chapters on group work. She is the coeditor of the forthcoming book: Group Workers Share Their Favorite Activities, Volume II: A Practical Handbook for Beginning and Advanced Group Leaders. She received a bachelor's degree in psychology and a master's degree in mental health counseling from Purdue University, and a PhD in counseling psychology from Indiana University.


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