Handbook of Group Counseling & Psychotherapy


Janice L. DeLucia-Waack DeLucia-Waack, Cynthia R. Kalodner & Maria T. Riva

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  • Chapters
  • Front Matter
  • Back Matter
  • Subject Index
  • Part I: Current and Historical Perspectives on the Field of Group Counseling and Psychotherapy

    Part II: Best Practices of Group Counseling and Group Psychotherapy

    Part III: Introduction to Multicultural and Diverse Counseling and Psychotherapy Groups

    Part IV: Introduction to Counseling and Psychotherapy Groups in Special Settings

    Part V: Introduction to Special Topics

  • Copyright


    To my husband, Jim


    To my son, Noah (because I promised my next book for you)

    Mom (143)

    To my husband, Bruce, and our children Erik and Olivia


    About the Editors

    Janice L. DeLucia-Waack is an Associate Professor in Counseling, School, and Educational Psychology at the University at Buffalo, SUNY, and program director for the School Counseling Program. She is a past president of Association for Specialists in Group Work, former editor of the Journal for Specialists in Group Work, and is a fellow in ACA, ASGW, and APA Division 49: Group Psychology and Group Psychotherapy. She is author of Leading Psychoeducational Groups for Children and Adolescents and Using Music in Children of Divorce Groups: A Session-by-Session Manual for Counselors; and coauthor of Group Work Experts Share Their Favorite Activities: A Guide to Choosing, Planning, Conducting, and Processing; How to Design a Group Plan (with Amy Nitza); The Practice of Multicultural Group Work: Visions and Perspectives From the Field (with Jeremiah Donigian); School Counselors Share Their Favorite Activities: A Guide to Choosing, Planning, Conducting, and Processing (with Louisa Foss, Judy Green, and Kelly Wolfe-Stiltner). She is currently on the advisory board for the Alberti Center for the Prevention of Bullying Abuse and School Violence, newly created at the University at Buffalo, SUNY. Her research focuses on selection of group members for counseling and therapy groups, assessment of group leadership skills, perfectionism, attachment, and women's relational issues.

    Cynthia R. Kalodner is a Professor of Psychology at Towson University. She coordinated the master's program in counseling from 2002–2005 and directed the doctoral program in Counseling Psychology at West Virginia University from 1994–2002. She is author of Too Fat or Too Thin: A Reference Guide for Eating Disorders and coeditor of the previous edition of this Handbook. She has served on the editorial boards of Group Dynamics, the Journal for Specialists in Group Work, The Counseling Psychologists, and the Journal of Counseling and Development. She maintains a private practice focusing on depression, anxiety disorders, and eating disorders and leads groups on these topics for women. Her current professional and research interests concern international volunteering and poverty reduction through education in third world countries. Her work with Students Helping Honduras is what motivates her professionally and personally.

    Maria T. Riva is a Professor of Counseling Psychology and Department Chair of School and Counseling Psychology at the Morgridge College of Education at the University of Denver. She is a past president of the Association of Specialists in Group Work, current president of the American Psychological Association Division 49: Society of Group Psychology and Group Psychotherapy, past Associate Editor of the Journal for Specialists in Group Work, and currently on the Editorial Board for Group Dynamics: Theory, Research, and Practice. Her research areas are in group supervision, group leadership, and training and supervision of groups. She really enjoys teaching such courses as Group Counseling, Advanced Group Counseling, and Supervision.

    Contributing Authors

    Eve M. Adams New Mexico State University

    David Altabef University at Buffalo, SUNY

    Brian Amos University at Buffalo, SUNY

    Sally Barlow Brigham Young University

    Sheri Bauman University of Arizona

    Fred Bemak George Mason University

    Hilary Bertisch New York University School of Medicine

    Peter J. Bieling McMaster University and St. Joseph's Healthcare Hamilton

    Joshua Bullock Veterans Affairs Connecticut Healthcare System and Yale University Department of Psychiatry

    Gary M. Burlingame Brigham Young University

    Georgia B. Calhoun University of Georgia

    Seok-Hwan Chang Indiana University

    Rita Chi-Ying Chung George Mason University

    Robert K. Conyne William A. Allen Boeing Endowed Chair & Distinguished Professor, 2013–14, Seattle University and Professor Emeritus, University of Cincinnati

    Heather Cosgrove University at Buffalo, SUNY

    Janelle W. Coughlin Johns Hopkins School of Medicine

    John C. Dagley Auburn University

    Michael D'Andrea Independent practice, Honolulu, HI

    Susan X Day University of Houston

    Janice L. DeLucia-Waack University at Buffalo, SUNY

    Leann Terry Diederich The Pennsylvania State University

    Lindsey Dorflinger Veterans Affairs Connecticut Healthcare System and Yale University Department of Psychiatry

    Timothy R. Elliott Texas A&M University

    Stephanie K. Ellis Houston Baptist University

    Lia D. Falco University of Arizona

    J. Michael Faragher University of Denver

    Ivelisse Torres Fernández New Mexico State University

    Donelson R. Forsyth University of Richmond

    Michael A. Gass University of New Hampshire

    Deborah A. Gerrity American University of Antigua

    H. L. “Lee” Gillis Georgia College

    Les R. Greene Veterans Affairs Connecticut Healthcare System and Yale University Department of Psychiatry

    Nicole R. Gross Texas Tech University

    Wendy Guyker University at Buffalo, SUNY

    Alice Schmidt Hanbidge University of Waterloo

    Ilan Harpaz-Rotem Veterans Affairs Connecticut Healthcare System and Yale University Department of Psychiatry

    Whitney Alexander Hendricks University of Florida

    Carlos A. Sierra Hernandez University of British Columbia

    Wendy Hockersmith

    Arthur Horne University of Georgia

    Sharon G. Horne University of Massachusetts Boston

    Cynthia R. Kalodner Towson University

    Nathalie Kees Colorado State University

    Andrew M. Kiselica University of South Florida

    Mark S. Kiselica The College of New Jersey

    Dennis M. Kivlighan Jr. University of Maryland

    D. Martin Kivlighan III University of Wisconsin

    Anne Klee Veterans Affairs Connecticut Healthcare System and Yale University Department of Psychiatry

    Nancy Leech University of Colorado at Denver

    Heidi M. Levitt University of Massachusetts Boston

    Melissa Luke Syracuse University

    Mark J. Macgowan Florida International University

    Kristin MacGregor Veterans Affairs Connecticut Healthcare System and Yale University Department of Psychiatry

    R. D. Markin George Washington University

    Cheri L. Marmarosh George Washington University

    Randi E. McCabe McMaster University and St. Joseph's Healthcare Hamilton

    Paula McWhirter The University of Oklahoma

    Joseph Miles University of Tennessee, Knoxville

    Irena Milosevic McMaster University and St. Joseph's Healthcare Hamilton

    Robert D. Morgan Texas Tech University

    Keith Morran Indiana University–Purdue University Indianapolis

    Sandy Newsome New Mexico State University

    Amy Nitza Indiana University–Purdue University Fort Wayne

    John S. Ogrodniczuk University of British Columbia

    Jill D. Paquin Chatham University

    Molly J. Parsons New Mexico State University

    William E. Piper University of British Columbia

    Anthony J. Plotner University of South Carolina

    Katherine Raczynski University of Georgia

    Lynn S. Rapin Private practice, Cincinnati, OH

    Joseph F. Rath New York University School of Medicine

    Teresa Reeves Independent practice, Portsmouth, NH

    Maria T. Riva University of Denver

    Edil Torres Rivera University of Florida

    Rockey Robbins The University of Oklahoma

    Christopher J. Romani Texas Tech University

    Chad A. Rose Sam Houston State University

    Keith C. Russell Western Washington University

    Carmen F. Salazar Texas A&M University–Commerce

    Kathryn A. Sanders Veterans Affairs Connecticut Healthcare System and Yale University Department of Psychiatry

    Jonathan P. Schwartz New Mexico State University

    Margaret Seide Johns Hopkins School of Medicine

    Zipora Shechtman University of Haifa

    Qi Shi

    Lawrence Shulman University at Buffalo, SUNY

    Cynthia G. Simpson Houston Baptist University

    Anneliese A. Singh University of Georgia

    Adam Soberay University at Denver

    Sandro Sodano University at Buffalo, SUNY

    Sam Steen George Washington University

    Rex Stockton Indiana University

    Tammi Vacha-Haase Colorado State University

    Michael Waldo New Mexico State University

    Donald E. Ward Pittsburg State University

    Amanda Wheat Veterans Affairs Connecticut Healthcare System and Yale University Department of Psychiatry

    Emily E. Wheeler University of Massachusetts Boston

    Kaity Whitcomb Brigham Young University

    Martyn Whittingham Wright State University

    Chaunce R. Windle New Mexico State University

    Sean Woodland Brigham Young University


    This book has been the culmination of hard work from many people. Our chapter authors were incredibly responsive to and willing to keep revising their chapters to truly make them an integration of science and practice and to suggest guidelines for best practice based on the current research. A great deal of thanks goes to them.

    We also want to thank Kassie Graves, our Sage editor, who has held our hand through this and gently nudged us when needed.

    And to our families who have supported us in this endeavor (and in everything we do).

    The authors and SAGE would also like to acknowledge the contributions of the following reviewers:

    Ben Beitin, Seton Hall University

    Eric C. Chen, Fordham University

    Yuh-Jen Guo, University of Texas at El Paso

    C. Michael Nina, William Paterson University

    Clarrice A. Rapisarda, The University of North Carolina at Charlotte

    Kelli Saginak, University of Wisconsin Oshkosh

    Martyn Whittingham, Wright State University

    Stephen L. Wright, University of Northern Colorado

    Introduction to the Second Edition of the Handbook of Group Counseling and Psychotherapy

    Groups are ever changing, circling through stages as group members come and go, but ever moving toward the working stage. The development of the body of knowledge on group counseling and psychotherapy seems to parallel group stages. Even further, the writing of this second edition seems to follow a similar path. The field has changed in 10 years with more research support for the effectiveness of specific groups and groups in general. Group is now being recognized as a group-specialty practice in professional psychology with a competency-based training model (Barlow, 2012). New types of groups are being developed and new directions in group research have been pursued. Some areas seem to be more coherent than 10 years ago. And so the composition of this book has changed. There are five sections in this edition compared to seven in the first; there are 46 chapters but several new topics have been included.

    It was our goal to further add to the group literature in a way that both group practitioners and researchers would be able to use this book. Our emphasis in each chapter was on identifying key research findings that guide group practitioners to lead more effective groups. Barlow (2012) outlines the common competencies across professional psychology: foundational and functional competencies. Foundational competencies include reflective practice self-assessment, scientific knowledge and methods, relationships (particularly professional relationships) individual and cultural diversity, ethical and legal standards/policy issues, and interdisciplinary systems (p. 444). Functional competencies specific to group include: group assessment and conceptualization, group intervention, group consultation, group research and evaluation, group supervision and teaching, group management and administration, and group advocacy (p. 446). The Barlow article contains tables that articulate clearly the competencies in each of these domains. While we did not read this article before beginning the second edition, we do believe that our chapter authors have addressed these group specialty competencies with their emphasis on summarizing the key literature and how it relates to group practice from screening practices to group interventions to assessment and development of group strategies specific to a subspecialty within a population.

    We learned so much about groups as we put this together. Our knowledge about, confidence in, and enthusiasm for groups has greatly increased. We hope you feel the same way after reading this book. And more importantly that you keep returning to this book as you lead new groups and develop more group interventions.

    Barlow S. H. (2012). An application of the competency model to group-specialty practice. Professional Psychology: Research, and Practice, 43, 442453.
  • Reflections and Final Comments

    Ten years have passed since we published the first edition of this book. Two years have passed since we proposed and began working on this book. Now we can say with certitude that the world of groups continues to develop and mature. Our understanding of the nature of group work continues to develop, so this conclusion is not really an ending. It opens the door wider to the world of groups and leaves plenty of room for future development of groups.

    As stated in the introduction to this edition, it was our goal to add to the group literature in a way that both group practitioners and researchers would be able to use this book. After reading the 46 chapters in this book, we hope that you will agree that this text provides a wealth of knowledge about groups from the history, theories, leadership and ethics, therapeutic factors, processing, training and supervision, and measurement. You have learned about groups for many culturally diverse populations, conducted in a variety of different settings, and with a focus on topics that range from depression to eating disorders, bullying and offenders.

    In the end, we have answered the question, “Are groups effective?” with a definite yes! In the next 10 years, we encourage group clinicians and researchers to use groups and study them to understand their power more clearly, to develop more groups for more populations so that this work continues to grow.

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